Response triggered: Trigger warnings, a necessity or nuisance

Badawy, Layla; Chowdhury, Aqib B.

doi:10.1111/medu.14923

Medical Education

2022

DOI: 10.1111/medu.14923

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Response triggered: Trigger warnings, a necessity or nuisance

Layla Badawy

Aqib B. Chowdhury

Abstract: Editor-Trigger warnings are becoming a mainstay in the coverage of sensitive content in media and more recently, the medical curriculum.Nolan and Roberts highlighted that postgraduate students question

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“…6 By embracing the diversity of student lived experience, medical education may harness opportunities for perspective-taking, promoting reflection and selfawareness, which underpin and complement the coping strategies recommended by Badawy and Chowdhury. 1 Helen Nolan…”

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Response to: Response triggered: Trigger warnings, a necessity or nuisance

Nolan

Roberts

2022

Medical Education

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We read with interest Badawy and Chowdhury's 1 comments on our study of graduate-entry medical students' views on the value of trigger warnings. 2 We agree that novel transition experiences faced by younger, school-leaver medical students can underpin high levels of emotional distress, which may not typically be experienced by graduate-entrants.We in no way wish to underestimate the impacts of these transitions.In considering the issue of education 'triggering' prior life events, we

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Response to: Response triggered: Trigger warnings, a necessity or nuisance

Nolan

Roberts

2022

Medical Education

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Trigger warnings in medical student education: A scoping review

Fisher,

Bennett,

Atkinson

et al. 2024

The Clinical Teacher

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BackgroundMedicine is recognised as a challenging course where exposure to potentially distressing content is inevitable. Some educators provide students with warnings before they encounter potentially upsetting content—trigger warnings. In this scoping review, we mapped the existing literature seeking to better understand how trigger warnings are implemented in medical schools and how they are influencing education within them.MethodsBibliographic databases were searched to identify relevant literature, including searching for grey literature. Articles were included if they focussed on medical school education and were written in English. Data analysis was undertaken using both quantitative and qualitative approaches (thematic analysis).FindingsSearching generated 1284 potential records for inclusion. Articles not related to the primary research question were excluded. Abstracts of the remaining 841 articles were screened, and ultimately, 12 articles met criteria for full‐text review. Of these, there were three empirical research studies. Qualitative analysis identified five main themes: purpose, implementation, student distress, responsibility and problems with terminology.ConclusionsThe use of trigger warnings within medical student education remains contentious. There is a lack of consensus as to their purpose and much diversity in how they are implemented. There was limited published empirical evidence to inform practice in this area.

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Response triggered: Trigger warnings, a necessity or nuisance

Abstract: Editor-Trigger warnings are becoming a mainstay in the coverage of sensitive content in media and more recently, the medical curriculum.Nolan and Roberts highlighted that postgraduate students question

Cited by 2 publications

References 4 publications

Response to: Response triggered: Trigger warnings, a necessity or nuisance

Response to: Response triggered: Trigger warnings, a necessity or nuisance

Trigger warnings in medical student education: A scoping review

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